ارزیابی و شناسایی عوامل موثر بر خودتوسعه‌ای اعضاء هئیت علمی دانشگاه آزاد اسلامی استان‌های مازندران، گیلان و گلستان و ارائه الگوی بهینه آن
محورهای موضوعی : خطمشی‌گذاری عمومی در مدیریتزهرا کهرودی 1 , پریسا ایران نژاد 2 , رمضان جهانیان 3
1 - دانشجوی دکتری، گروه علوم تربیتی ، دانشکده روان‌شناسی، دانشگاه آزاد اسلامی واحد کرج، کرج ، ایران
2 - استادیار، گروه علوم تربیتی ، دانشکده روان‌شناسی، دانشگاه آزاد اسلامی واحد کرج، کرج ، ایران
3 - دانشیار، گروه علوم تربیتی ، دانشکده روان‌شناسی، دانشگاه آزاد اسلامی واحد کرج، کرج ، ایران
کلید واژه: اعضای هیئت علمی دانشگاه, عوامل گروهی, عوامل فردی, الگوی خود-توسعهای, عوامل سازمانی,
چکیده مقاله :
هدف: در پژوهش حاضر قرار است که به ارزیابی و شناسایی عوامل موثر بر خودتوسعه ای اعضاء هئیت علمی دانشگاه آزاد اسلامی استان های مازندران، گیلان و گلستان و ارائه الگوی بهینه آن پرداخته شود. روش تحقیق: روش تحقیق از نظر هدف، کاربردی؛ از نظر شیوه گرداوری داده کیفی ) و از نظر ها آمیخته (کمی کمی توصیفی از نوع پیمایشی و از نظر کیفی توصیفی از نوع نظریه زمینهای است. جامعه آماری نیز در مرحله کیفی سال و در مرحله کم ی کلیه اعضای هیئت 10 کلیه اعضای هیئت علمی با سابقه حداقل علمی دانشگاه آزاد اسلامی استان مشغول به انجام وظایف شغلی می 1399 های مازندران، گیلان و گلستان که در سال نفر 2789 باشند و تعدادشان میباشد. همچنین در پژوهش حاضر در مرحله کیفی از روش نمونه گیری هدفمند و در مرحله کم ی از روش نمونه گیری تصادفی طبقه متناسب با حجم هر یک از سه ، ای نسبتی استان استفاده شد. ابزار گردآوری اطلاعات نیز پرسشنامه های استاندارد خود توسعهای پرسشنامه محقق ساخته عوامل مؤثر بر خودتوسعه ای دارای روایی و پایایی تایید شده بودهاند. شیوه تجزیه و تحلیل اطلاعات در مرحله کیفی بصورت تحلیل محتوا و در مرحله کمی نیز مبتنی بر مدلسازی معادلات ساختاری بوده است. یافتهها: یافتهها نشان میدهد که عوامل مؤثر بر خود توسعه ای اعضاء هئیت علمی دانشگاه آزاد اسلامی استان های تعهد حرفه، انگیزش شغلی ، درگیری شغلی ، مازندران، گیلان و گلستان عبارتند از: عوامل فردی (خودکارآمدی نیاز ، ای به موفقیت، مسئولیت توانمندسازی روان ، پذیری ، پایگاه اقتصادی/اجتماعی ، خودشکوفایی ، تاب آوری شغلی ، شناختی تعهد سازمانی) و عوامل ، عدالت سازمانی ، حمایت سازمانی ، سرمایه فرهنگی)، عوامل سازمانی (فرهنگ سازمانی گروهی (یادگیری گروهی .) نتیجهگیری: عوامل موثر بر خود توسعهای کارکنان در قالب یک سری عوامل فردی، سازمانی و گروهی می باشند. فلذا زمانی که این عوامل موثر محقق و رعایت شود خودتوسعه ای آنها نیز راحت تر صورت می گیرد.
Objective: In the present study, it is planned to evaluate and identify the factors affecting the self-development of the faculty members of the Islamic Azad University of Mazandaran, Gilan and Golestan provinces and to present its optimal model. Methods: Research method in terms of purpose, applied; In terms of data collection method is mixed (quantitative-qualitative), in terms of quantity is descriptive survey type and qualitatively descriptive is in the field theory. The statistical population is in the qualitative stage of all faculty members with at least 10 years of experience and in the quantitative stage of all faculty members of the Islamic Azad University of Mazandaran, Gilan and Golestan provinces who are engaged in job duties in 1399 and their number is 2789 people. Also, in the present study, purposive sampling method was used in the qualitative stage and relative stratified random sampling method was used in the quantitative stage, in proportion to the volume of each of the three provinces. Data collection tools were also standard self-development questionnaires of researcher-made questionnaires of factors affecting self-development with validity and reliability. The method of data analysis in the qualitative stage is content analysis and in the quantitative stage is based on structural equation modeling. Findings: The findings show that the factors affecting the self-development of faculty members of Islamic Azad University of Mazandaran, Gilan and Golestan provinces are: Individual factors (self-efficacy, job conflict, job motivation, professional commitment, need for success, responsibility, psychological empowerment, resilience Job creation, selfactualization, economic / social status, cultural capital), organizational factors (organizational culture, organizational support, organizational justice, organizational commitment) and group factors (group learning). Findings: Finally, it is suggested that managers and supervisors can play a vital role in employee self-development by creating informal learning opportunities, encouraging, believing in the value of development, providing time, information, support, resource allocation, and rewards.
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